Designing a container for live plants using the Engineering Design Process

Transcription

1 3.D.4 Growing Plants Designing a container for live plants using the Engineering Design Process Grade Level 3 Sessions (4): 2 at 35 minutes, 1 at minutes, 1 at 5-15 minutes Seasonality Spring Instructional Mode(s) Whole Class, Small Groups Team Size 2-4 Students WPS Benchmarks 03.SC.TE.01, 03.SC.TE.02, 03.SC.TE.03, 03.SC.TE.05, 03.SC.IS.01, 03.SC.IS.02, 03.SC.IS.03, 03.SC.IS.04, 03.SC.IS.05, 03.SC.IS.06, 03.SC.LS.07, 03.SC.LS.08 MA Frameworks 3-5.TE.1.1, 3-5.TE.1.2, 3-5.TE.2.1, 3-5.TE.2.2, 3-5.TE.2.3, 3-5.LS.0.3, 3-5.LS.0.9 Key Words Container, Engineering Design Process, Graph, Grow, Metric System, Plant Summary This lesson provides students with the opportunity to design, construct, and test a container for growing plants. Students will apply their knowledge of the Engineering Design Process and will observe the various stages of the plant life cycle. After making observations, students will also record information in an organized manner and will practice sketching various plant structures. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade SC.TE.01 Identify materials used to accomplish a design task based on a specific property, e.g., weight, strength, hardness, and flexibility SC.TE.02 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely SC.TE.03 Identify a problem that reflects the need for shelter, storage, or convenience SC.TE.05 Develop a knowledge and understanding of the metric measurement system SC.IS.01 Ask questions and make predictions that can be tested.

2 6. 03.SC.IS.02 Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations SC.IS.03 Keep accurate records while conducting simple investigations or experiments SC.IS.04 Conduct multiple trials to test a prediction. Compare the results of an investigation or experiment with the prediction SC.IS.05 Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment SC.IS.06 Record data and communicate findings to others using graphs, charts, maps, models, oral and written reports SC.LS.07 Recognize that plants and animals go through life cycles that include birth, growth, development, reproduction and death SC.LS.08 Grow plants from seeds. Document the complete life cycle of the plant. Emphasize emergence of structures and the functions of these structures. Record changes in height over time. Graph the data Massachusetts Frameworks for Grade TE.1.1 Identify materials used to accomplish a design task based on a specific property, i.e., weight, strength, hardness, and flexibility TE.1.2 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely TE.2.1 Identify a problem that reflects the need for shelter, storage, or convenience TE.2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists TE.2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem LS.03 Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.

3 LS.09 Recognize plant behaviors, such as the way seedlings stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate. Additional Learning Objectives 1. Students will strengthen observation skills. 2. Students will apply their knowledge of the metric system and the Engineering Design Process. 3. Students will strengthen manipulative skills. Required Background Knowledge 1. Students should be familiar with a variety of plant structures (see lesson 3.D.1. Plant Structures). 2. Students should have a good understanding of the generic plant life cycle (see lesson 3.D.2 Plant Life Cycles). Essential Questions 1. What do plants need in order to grow? 2. What type of container is best for growing plants? 3. How can the Engineering Design Process be used to design a plant container? 4. How can plant growth be measured and graphed in the metric system? Introduction / Motivation The instructor may wish to begin the lesson by discussing the basic necessities of plants. Students should understand that plants require sunlight, water, nutrients, and air. It is important to note that too much or too little of each of these required items can be harmful to a plant. For example, too much water or too much sunlight will kill some varieties of plants. Procedure The instructor will:

4 Part 1: (35 minutes) 1. Provide each student with a Design My Own Plant Container worksheet. 2. Lead students though questions 1 and 2. They may wish to discuss their ideas with a partner or within groups. Encourage students to feel confident in unique ideas. There is no incorrect container design. 3. Show students the materials available for container design (see Materials List Materials per Student). 4. Ask students to complete the chart on page 3 of their worksheets. Note that if students plan to use potting soil, they should write the amount that they will use as a metric measurement. It may be helpful to allow students to look at a set of metric measuring cups. Part 2: (35 minutes) 1. Ask students to revisit the Design My Own Plant Container worksheet. 2. Encourage students to look over responses to questions 1 and Provide each student with a single large sheet of white paper. 4. Ask students to complete question 3, taking care to label each part of the diagram and to mark which materials will be used for each part of the Plant Container. Part 3: (40-80 minutes) 1. Ask each student to write his/her name on a craft stick using a permanent marker. 2. Allow students to collect the materials that they have chosen for their plant container. 3. Provide students with sufficient time to construct their plant containers. 4. Ask each student to plant five marigold seeds in the newly designed plant container. If students plan to use potting soil, they should measure the correct amount of soil by using metric measuring cups. 5. As a class, review a plant s basic necessities (water, air, nutrients, sunlight).

5 6. Determine the most appropriate location in the classroom for the marigold seeds to germinate (see Vocabulary with Definitions). 7. Place all plant containers (each containing five planted seeds) in a disposable aluminum baking pan (see Materials List) and leave pan in the elected location. The pan serves to catch drained water and to keep all students containers together. 8. Remind students on this day and in subsequent days that plants require water; the potting soil should always stay moist (see Troubleshooting Tips). Part 4: (completed regularly 5-15 minutes each time) 1. Ask students to record observations of their plants using the chart in question 4 of their Design My Own Plant Container worksheet. 2. Once plants have flowered, ask students to complete the worksheet, The Metric System Plants. Materials List Materials per class Amount Location Indelible Marker (ex. Several Classroom Sharpie ) Disposable Aluminum 9x13 Two or three Dollar store, grocery store Baking Pan Water Varies Classroom Metric Measuring Cups Several sets Grocery store, home Materials per student Amount Location Scissors One pair Classroom Marigold Seeds Five Garden supply store Craft Stick One Craft store Paper Cups Varies Grocery store Plastic Cups Varies Grocery store Styrofoam Egg Carton Varies Recycle bin Plastic Wrap Varies Grocery store Paper Towels Varies Grocery store

6 Potting Soil Varies Garden supply store, Wal-Mart Metric Ruler One Classroom Vocabulary with Definitions 1. Germinate to begin to grow. 2. Graph a visual representation of information. 3. Grow to increase in size, develop, and mature. 4. Metric System a system of measurement in which length is measure in meters, or increments of meters, and weight is measure in grams, or increments of grams. 5. Plant a photosynthetic organism that reproduces itself, usually by producing fruit and seeds. Assessment / Evaluation of Students The instructor may assess the students in any/all of the following manners: 1. Listen to class discussions to determine whether students understand the basic necessities of plants. 2. Collect student worksheets and evaluate whether students are able to correctly utilize the Engineering Design Process to design and create a container for growing a plant. 3. Collect student worksheets to determine whether students are able to correctly measure length and volume in metric units. Lesson Extensions 1. Demonstrate and/or involve students in composting. 2. As a class, grow sweet potatoes (see Additional Resources and Appendix B: Instructor s Notes). Attachments 1. Appendix A: Instructor s Notes 2. Appendix B: The Engineering Design Process 3. Design My Own Plant Container

7 Troubleshooting Tips 1. For germinating seeds, potting soil should always feel damp, but not wet. If some students plants are frequently dry, the students may wish to improve their containers, perhaps by placing clear plastic wrap over the tops of their containers and poking several holes for air. 2. The teacher may wish to grow extra plants at home in case several students plants fail to sprout or do not survive. Safety Issues 1. Scissors should be used with caution. 2. The edge of the plastic wrap box is quite sharp; the instructor should pass out plastic to students that chose it. Additional Resources 1. Virginia Department of Agriculture and Consumer Services. Resources for Teachers: Growing Activities for Tomorrow's Consumers. Accessed 31 December 2005 from

8 Appendix A: Instructor s Notes The following excerpt comes from: Forrester, Tina. Sweet potato vine: Amaze your kids by sprouting a lush vine from this grocery-cart staple. Canadian Gardening. Accessed 31 December 2005 from potato.html. Growing a Sweet Potato To help your kids grow their own vine, choose a firm sweet potato. Some are treated with heat to keep them from sprouting on grocery-store shelves, but most grow roots in a matter of days after being placed in water. Using four toothpicks, have your child suspend the vegetable on the rim of a jar or mug filled with water. Make sure the bottom half - the pointed end - is under water. Place in a sunny spot, and change or add water as needed. In a few days, roots will form below the water. And, two to three weeks later, leaves and stems will sprout from the top. Continue to grow the plant in water or, after a month or two, pot the sweet potato in a houseplant potting mix. Keep the soil moist. The stems are weak, so help your child tie them to strings, wire or a stake. Feed once a month with a balanced water-soluble fertilizer such as As the vine grows, cut it back a few inches to force the plant to grow bushy. If your kids want to try growing sweet potatoes in your garden, you can have them root 25- to 30-centimetre (10- to 12- inch) cuttings in water, then plant them outside in late May to produce sweet potatoes they can dig and eat in the fall. Plant 30 centimeters (one foot) apart and feed once a month with fertilizer. Mulch with straw or dry leaves to control weeds, and keep the soil moist. The tubers need approximately 120 days to mature, so let them grow as long as you can. But don't let frost hit them. In case of an early frost, cover the plant overnight with newspaper to keep the vines growing. Late in the season, probe beneath the vines to test the size of the tubers. Be careful not to puncture or bruise them. Store the tubers in a cool, dry place, and wrap them in newspaper to keep them from sprouting.

9 Appendix B: The Engineering Design Process The Engineering Design Process for Children and associated text comes directly from: (accessed 2 February 2006). The Engineering Design Process is a series of steps that engineers use to guide them as they solve problems. Many variations of the model exist. While having a guide is useful for novices who are learning about engineering, it is important to note that practicing engineers do not adhere to a rigid step-by-step interpretation of the process. Rather there are as many variations of the model as there are engineers. Because our curriculum project focuses on young children, we have created a simple process that depicts fewer steps than other renditions and that uses terminology that children can understand. The engineering design process is cyclical and can begin at any step. In real life, engineers often work on just one or two steps and then pass along their work to another team. A few questions can guide students through each of the steps: ASK What do I want to do? What is the problem? What have others done? IMAGINE

10 What could be some solutions? Brainstorm ideas. Pick one to start with that you think will work the best. PLAN Draw a diagram of your idea. Make lists of materials you will need to make it. Decide how it works. How will you test it? CREATE Build a prototype. Test it. Talk about what works, what doesn't, and what could work better. IMPROVE Talk about how you could improve your product. Draw new designs. Make your product the best it can be!

11 Name: Design My Own Plant Container Date: The Engineering Design Process for Children: (accessed 27 February 2006) 1. Ask What type of plant container do I want to build? 2. Imagine Imagine that you are a materials engineer. What is the purpose of your plant container? Hint: think about what plants need to survive!

12 Read the list of materials below. Think about which materials you would like to use. Beside the materials that you will use, write the amount that you will use and the reasons you will use each one. Why will you use the material to construct your plant Material Amount container? Paper Cup Plastic Cup Styrofoam Egg Carton Plastic Wrap Paper Towel Potting Soil

13 3. Plan On a separate sheet of paper, draw a picture of the plant container that you would like to create. Label the parts of the container ( pot, soil, drainage holes, etc.). Beside each part, write which material you will use to make that part of the container. Use the chart of materials above when you plan. 4. Create Collect the materials that you need and then plant your five marigold seeds. Place a craft stick with your name on it in your plant container. Test your container by observing your plants as they grow. Use the chart on the next page to record your observations.

14 What happened? What date did it happen? What did it look like? Draw a picture. Roots appear (you might not be able to see the roots if you planted your seed in soil) A stem appears Leaves appear

15 What happened? What date did it happen? What did it look like? Draw a picture. A flower appears Flowers make seeds Seeds disperse or are collected

16 5. Improve How can you make your plant container better?

17 The Metric System Plants Name: Date: The Metric System In many parts of the world, people use a system for measuring called the Metric System. The metric system uses meters, centimeters (cm), and millimeters (mm) to describe the length of an object. Use the metric side of your ruler, marked with centimeters (cm) to answer the following questions. 1. How tall did your tallest marigold grow? centimeters 2. How tall is your plant container? centimeters 3. How wide is your widest flower? centimeters 4. How wide is your narrowest flower? centimeters Look at a metric measuring cup to answer the following questions. 5. Estimate how much water, in milliliters (ml), your plant drinks every day. milliliters 6. About how much potting soil did you give your plant? milliliters